How To Teach Newton'S Third Law Of Motion

Transcription

1 Newton's Laws of Motion - 5E (12 days) This 5E model lesson allows students to interact with Newton's 3 Laws of Motion through hands on investigations and interactive websites. At the end of the lesson, students will create a video that will demonstrate the 3 Laws of Motion in everyday life. As you work through the lesson, you can make exchange activities for other activities that will teach to the same rigor as the lesson. Day 1 Lesson Focus 8.6A - Demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion 8.6B - Differentiate between speed, velocity, and acceleration 8.6C - Investigate and describe applications of newton's law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, earth's tectonic activities, and rocket launches. Strategies Emphasized Nonlinguistic Representation Cooperative/Collaborative Learning Generating and Testing Hypothesis

2 Prior to the Lesson Elicit/Engage Activity: Preview the Rocket Launch Video Rocket pinwheel materials: Wooden pencil with an eraser on one end, Sewing pin, Round party balloon, Flexible soda straw, Plastic tape Explore Activity: STATION #1 Dominoes Materials: 6 dominoes, ruler, book to use as a barrier STATION #2 Egg and Coin Lab Part A Materials: nickel, dime, penny, piece of paper Part B Materials: hard boiled egg, raw egg STATION #3 Dropping Objects Materials: ruler with a groove in the center, 3 marbles of different sizes, pieces of paper, other objects: pingpong ball, cork, small rubber bouncy balls, cotton balls, etc. STATION #4 Car Crash Materials: toy car: needs to be a convertible or truck, several textbooks to form a ramp and barrier, clay figure or Ping-Pong ball, string or thread Explain Activity: Preview the following websites: Elaborate Activity: Preview app Gravity 2 Materials for Balloon cars: Have a variety of materials that students can use for creating their car. You can tell students that during the next few days they will be creating their own car and to be thinking about objects from home they can use to make their car. They have to create wheels out of something that was not meant to be a wheel. Materials: Meter of Track, matchbox cars, books, triple beam balance, meter stick, and timer on the student device Evaluate Activity: Preview Splice app for making movies

3 Background for Teachers Sir Isaac Newton was one of the greatest scientists and mathematicians that ever lived. He was born in England on December 25, He was born the same year that Galileo died. He lived for 85 years. Isaac Newton was raised by his grandmother. He attended Free Grammar School and then went on to Trinity College Cambridge. Newton worked his way through college. While at college he became interested in math, physics, and astronomy. Newton received both a bachelors and masters degree. While Newton was in college he was writing his ideas in a journal. Newton had new ideas about motion, which he called his three laws of motion. He also had ideas about gravity, the diffraction of light, and forces. Newton's ideas were so good that Queen Anne knighted him in His accomplishments laid the foundations for modern science and revolutionized the world. Sir Isaac Newton died in Newton's first law states that every object will remain at rest or in uniform motion in a straight line unless compelled to change its state by the action of an external force. This is normally taken as the definition of inertia. The key point here is that if there is no net force acting on an object (if all the external forces cancel each other out) then the object will maintain a constant velocity. If that velocity is zero, then the object remains at rest. If an external force is applied, the velocity will change because of the force. The second law explains how the velocity of an object changes when it is subjected to an external force. The law defines a force to be equal to change in momentum (mass times velocity) per change in time. Newton also developed the calculus of mathematics, and the "changes" expressed in the second law are most accurately defined in differential forms. (Calculus can also be used to determine the velocity and location variations experienced by an object subjected to an external force.) For an object with a constant mass m, the second law states that the force F is the product of an object's mass and its acceleration F = m * a For an external applied force, the change in velocity depends on the mass of the object. A force will cause a change in velocity; and likewise, a change in velocity will generate a force. The equation works both ways. The third law states that for every action (force) in nature there is an equal and opposite reaction. In other words, if object A exerts a force on object B, then object B also exerts an equal force on object A. Notice that the forces are exerted on different objects. The third law can be used to explain the generation of lift by a wing and the production of thrust by a jet engine. Website: Suggested Vocabulary Balanced Unbalanced Conduct the Lesson During the 5E instructional time, there needs to be a daily instructional cycle that begins and ends the class. A beginning activity such as a "Do Now" or "warm-up" and ending activity to culminate the days learning. The amount of time is flexible base on your students needs in the classroom. We have recommended areas that would be stopping points in the lesson. The number of days in flexible and a recommend based on time frame of the unit. The activities during each E can be substituted with activities of the same rigor that will lead to students deep understanding of the TEKS addressed.

4 Daily Learning Targets Learning Objective: What are Newton's 3 Laws of Motion? Language Objective: The language objective can be adjusted or changed based on the needs of the students in your classroom. These objectives should be in student friendly language, compliment the content of the lesson as well as meet the needs of the level of ELL students in the class. Today's Activity: Pinwheel Rocket (Write the Lesson Objective, Language Objective, and Today's Activity on the board prior to the days lesson. For each day of the lesson, the activities and language objective may change.) Do Now Daily warm ups or do now are tools that every teacher should have in their educational arsenal. Warm ups can be given to students at the beginning of the period to review a previous topic or to introduce new material. They give students something to accomplish of an educational nature while allowing the teacher time to take roll and perform other housekeeping duties. They can also reinforce the key points that you want students to remember. Place the word Unbalanced up on the whiteboard for students to view. Ask them to draw a picture to illustrate the word. Students can take a screen shot of their illustrations. Let them share their drawing with a partner and discuss their definition of the word unbalanced. This will give you a quick glance of students understanding of the word. Note Place the word unbalanced on the whiteboard. Ask students to illustrate the word using a drawing app. Students Pick a drawing app (Doodle Buddy, ScreenChomp, Skitch) and illustrate the word unbalanced.

5 Elicit Prior Knowledge/Engage the Learner (10-15 minutes) Elicit is the stage in which the prior knowledge of the learner is elicited by questions, pictures, graphic organizers, or scenarios. Guiding Questions: What does the student already know? What open-ended question can be asked? The Engage stage of the lesson are activities that mentally engage students with an event or question. Engagement activities capture students' interest and help them to make connections with what they know and can do. Guiding Questions: How will the teacher capture students' interest? What kind of questions should students ask themselves after the engagement?

6 Ellicity/Engage Activity TEACHER ACTIONS STUDENT ACTIONS Show students the video on Rocket Launch. After the 4 minutes video, have students open a recording app. A good app for recording is AudioNote because it allows them to record and type at the same time. Group students in groups of 3-4. Using the recording app, ask students to record for two minutes any questions that they have about the rocket launch video that they just viewed. Have students pick two of their questions that are "How" questions and two of their questions that are "Why questions". Collect the questions in a general location for students to view throughout the lesson. When they discover an answer to one of the questions add the answer to the question. Have students complete the question and then let them share with a partner. Using one of their questions spring board into making the Rocket pinwheel. Students will create a Rocket pinwheel. They will observe it and describe what happens. They will document the actions through video or pictures. They will need to record their claim statements. Students will complete their Rocket pinwheel data collection I claim the rocket moved because???? Have students begin writing down their thoughts. These are their thoughts to the questions. As they explore more they will be able to revise and add to their thoughts. Do not provide them with the answers to the following questions. Record their video of the rocket and their explanation for why it moved. What was the force that made the rocket move? Were the forces acting on the rocket balanced or unbalanced?

7 Note - TEACHER INFORMATION ONLY The balloon-powered pinwheel spins because of the action-reaction principle described in Newton's Third Law of Motion. Stated simply, the law says every action is, accompanied by an opposite and equal reaction. In this case, the balloon produces an action by squeezing on the air inside causing it to rush out the straw. The air, traveling around the bend in the straw, imparts a reaction force at a right angle to the straw. The result is that the balloon and straw spins around the pin.

8 Students Rocket Pinwheel MATERIALS: Wooden pencil with an eraser on one end Sewing pin Round party balloon Flexible soda straw Plastic tape METHOD: Inflate the balloon to stretch it out a bit. Slip the nozzle end of the balloon over the end of the straw farthest away from the bend. Use a short piece of plastic tape to seal the balloon to the straw. The balloon should inflate when you blow through the straw. Bend the opposite end of the straw at a right angle. Lay the straw and balloon on an outstretched finger so that it balances and mark the balance point. Push the pin through the straw at the balance point and then continue pushing the pin into the eraser of the pencil and finally into the wood itself. Spin the straw a few times to loosen up the hole the pin has made. Blow in the straw to inflate the balloon and then let go of the straw. Describe what happens in this system. Document it with video or pictures. Transition or Likely Pause Point This is a likely stopping point for the daily lesson. Have students complete a FACT before they leave the classroom. Do a Give Me Five with students before they leave the class. Allow students some time to think and then call on five students to share the answer to the question before they leave the classroom.

9 Students What questions do you have about balanced and unbalanced forces based on today's activity? Daily Learning Targets Learning Objective: What are Newton's 3 Laws of Motion? Language Objective: The language objective can be adjusted or changed based on the needs of the students in your classroom. These objectives should be in student friendly language, compliment the content of the lesson as well as meet the needs of the level of ELL students in the class. Today's Activity: Mini Lab Stations (Write the Lesson Objective, Language Objective, and Today's Activity on the board prior to the days lesson. For each day of the lesson, the activities and language objective may change.) Do Now Daily warm ups or do now are tools that every teacher should have in their educational arsenal. Warm ups can be given to students at the beginning of the period to review a previous topic or to introduce new material. They give students something to accomplish of an educational nature while allowing the teacher time to take roll and perform other housekeeping duties. They can also reinforce the key points that you want students to remember. Place the picture on the whiteboard or send to the student device. Have students answer the questions about the two balls in the picture. An optional follow up activity: Get a bowling ball and a basketball or any two balls that would be different in size and mass. Have students try to move around the different balls with a broom. Which is easier for them to stop or to start moving? Students Which ball would be easiest to move? Which ball would be easiest to stop?

10 Explore the Concept Students encounter hands-on experiences in which they explore the concept further. They receive little explanation and few terms at this point, because they are to define the problem or phenomenon in their own words. The purpose at this stage of the model is for students to acquire a common set of experiences from which they can help one another make sense of the concept. Students must spend significant time during this stage of the model talking about their experiences, both to articulate their own understanding and to understand another's viewpoint. Student s need to explain in their own terms right after they complete the explore before they move into the explain. Guiding Questions: What hands-on/minds-on activities will students be doing? What are the big idea conceptual questions that the teacher will use to encourage and/or focus students exploration? Explore Activity 1 TEACHER ACTIONS STUDENT ACTIONS Mini Lab Stations - Create lab stations for students to interact with Newton's Three Laws of Motion. Have students answer the questions that are sent to their student device. Students can take before and after pictures of their mini labs. Students complete the mini-labs and answer the questions. Place the lab directions on the table for students to view as they perform the lab. You can send them to the whiteboard for students to review before they move to the different stations. You can have students do all the mini-labs or you can substitute with your own mini-labs that will provide students with the same experiences. This may take more than one day to complete. You can have students begin where they left off when they return the next day. You can give them a "warm-up" or "do now" to review the mini-labs they did the day before. Note Station #2 Teacher note: you may want to have several of both kinds of eggs on hand- label them before students arrive) Station #5 Teacher note: if a clay figure is used the string will likely cut or amputate part of the figure s body Students

11 STATION #1 Dominoes Materials: 6 dominoes ruler book to use as a barrier Procedure: 1. Set up a book to use as a barrier so the the dominoes do not leave the table. 2. Stack the dominoes with the widest parts touching each other. Place the stack 8 to 12 inches from the barrier. 3. Use the ruler to hit the bottom domino, sharply, toward the barrier. The bottom domino should be the only one that is dislodged, although other may move a bit. 4. Do the same thing, except this time, hit the domino lightly. 5. Restack the dominoes and attempt to reduce the pile, one domino at a time. 6. Let everyone in the group make this attempt. 7. Write down all observations in your notebook. STATION #2 Egg and Coin Lab (this station is two very simple activities) Part A- Materials: nickel dime penny piece of paper Procedure: 1. Place the paper so that part of the paper is on the table and part is hanging off the edge 2. Place one of the coins on the paper that is on the table. 3. Attempt to remove the paper from under the coin with the least disturbance to the coin. (the coin doesn't move, much) Part B- Materials: hard boiled egg raw egg Procedure: 1. Spin each egg on the table, separately. Do not spin the eggs so hard that they fly off the table or into something so that they break! 2. Note what happens as you spin each egg. 3. Which egg do you thing is the hard boiled egg? 4. Explain your reasoning to your group. Try to convince everyone in your group that yours is the correct answer. 5. Let each person in your group do this activity. STATION #3 Dropping Objects Materials: ruler with a groove in the center 3 marbles of different sizes pieces of paper other objects: ping-pong ball, cork, small rubber bouncy balls, cotton balls, etc. Procedure: 1. The student places the three marbles in in the groove on the ruler and holds the ruler over the student s head. 2. Turn the ruler so that all three marbles drop at the same time, toward the floor, not the table top. (one student should be appointed the retriever, to watch where the marbles go; others in the group should watch the demonstration). 3. Repeat the demonstration so that everyone in the group can be an observer. 4. Do the same thing with a flat piece of paper and a piece of paper that has been balled up. 5. The demonstration may be repeated with other objects.

12 6. Record your observations. STATION #4 Car Crash Materials: toy car: needs to be a convertible or truck several textbooks to form a ramp and barrier clay figure or Ping-Pong ball string or thread Procedure: 1. Set up a ramp that is two textbooks high with a barrier at the bottom of the ramp that will stop the rolling vehicle. 2. Place the clay figure or Ping-Pong ball in the vehicle in such a way that it will fly out of the vehicle upon impact with the barrier. 3. Place the vehicle with its passenger (ball or figure) at the top of the ramp and let it roll down the ramp. (do not shove or push the car down the ramp) 4. Record your observations. Use measurements 5. Increase the height of the ramp and repeat the demonstration, recording observations. 6. Use a thread or string to tie the passenger into the vehicle, and repeat the demonstration. 7. Repeat the demonstration. Transition or Likely Pause Point This is a likely pause point for this stage of the lesson. To wrap up class today, a FACT RERUN can be used to gather students thinking at this point in the lesson. You will need to transition students from the Explore to the Explain by linking the two activities tomorrow. FACT RERUN Students Recall: Summarize what you did in the Lab Explain: Explain the purpose of the Lab Results: Describe the results of the Lab and what they mean Uncertainties: Describe what you are still unsure about New: Write at least two new things that your learned from this Lab

13 Daily Learning Targets Learning Objective: What is the difference between speed, velocity, and acceleration? Language Objective: The language objective can be adjusted or changed based on the needs of the students in your classroom. These objectives should be in student friendly language, compliment the content of the lesson as well as meet the needs of the level of ELL students in the class. Today's Activity: (Write the Lesson Objective, Language Objective, and Today's Activity on the board prior to the days lesson. For each day of the lesson, the activities and language objective may change.) Do Now Daily warm ups or do now are tools that every teacher should have in their educational arsenal. Warm ups can be given to students at the beginning of the period to review a previous topic or to introduce new material. They give students something to accomplish of an educational nature while allowing the teacher time to take roll and perform other housekeeping duties. They can also reinforce the key points that you want students to remember. Place the animation on the whiteboard. Have students think about the mini-labs that they performed the day before. Which mini-lab is most like the animation? What would keep the person in the car? Why do we wear our seat belts? Students Which mini-activity was most like the animation above? What would keep the person in the car? Explore the Concept Students encounter hands-on experiences in which they explore the concept further. They receive little explanation and few terms at this point, because they are to define the problem or phenomenon in their own words. The purpose at this stage of the model is for students to acquire a common set of experiences from which they can help one another make sense of the concept. Students must spend significant time during this stage of the model talking about their experiences, both to articulate their own understanding and to understand another's viewpoint. Student s need to explain in their own terms right after they complete the explore before they move into the explain. Guiding Questions: What hands-on/minds-on activities will students be doing? What are the big idea conceptual questions that the teacher will use to encourage and/or focus students exploration?

14 Explore Activity 2 TEACHER ACTIONS STUDENT ACTIONS Students will be using the Rover app and the scitexlearning.com website. Students will visit Speed, Velocity, and Acceleration. They will complete the activities. Students will complete the activities on speed, velocity, and acceleration. When they have finished, they have to pick an app to explain the difference for each vocabulary word. When students complete the activity, they will need to pick an app to help them explain the difference between the three words. Students Enter Username Enter Password Complete Speed, Velocity, and Acceleration Complet the Quiz and raise your hand Chose an app: Doodle Buddy, Skitch, Pic Collage, ScreenChomp Use the app to demonstrate the differences between Speed, Velocity, and Acceleration Transition or Likely Pause Point This is a likely pause point for this stage of the lesson. Students have differentiated between speed, velocity, and acceleration. Allow students to share with each other their work. They can do it by finding a partner that is has the same birthday month, wearing the same type of shoes, or any other grouping method.

15 Daily Learning Targets Learning Objective: What are the 3 Laws of Motion? Language Objective: The language objective can be adjusted or changed based on the needs of the students in your classroom. These objectives should be in student friendly language, compliment the content of the lesson as well as meet the needs of the level of ELL students in the class. Today's Activity: (Write the Lesson Objective, Language Objective, and Today's Activity on the board prior to the days lesson. For each day of the lesson, the activities and language objective may change.) Do Now Daily warm ups or do now are tools that every teacher should have in their educational arsenal. Warm ups can be given to students at the beginning of the period to review a previous topic or to introduce new material. They give students something to accomplish of an educational nature while allowing the teacher time to take roll and perform other housekeeping duties. They can also reinforce the key points that you want students to remember. Students will need to answer the following animation based on the information that they learned in the previous lesson. Students Which car or cars (red, green, and/or blue) are undergoing an acceleration? Study each car individually in order to determine the answer. Checkup If you inspect each car individually, you will more likely notice that only the green and the blue cars accelerate. The red car moves with a constant speed, covering the same distance in each second of the animation. The green and the blue cars are speeding up, thus covering an increasing distance in each second of the animation.

16 Explore the Concept Students encounter hands-on experiences in which they explore the concept further. They receive little explanation and few terms at this point, because they are to define the problem or phenomenon in their own words. The purpose at this stage of the model is for students to acquire a common set of experiences from which they can help one another make sense of the concept. Students must spend significant time during this stage of the model talking about their experiences, both to articulate their own understanding and to understand another's viewpoint. Student s need to explain in their own terms right after they complete the explore before they move into the explain. Guiding Questions: What hands-on/minds-on activities will students be doing? What are the big idea conceptual questions that the teacher will use to encourage and/or focus students exploration? Explore Activity 3 TEACHER ACTIONS STUDENT ACTIONS Students will be using the Rover app and the scitexlearning.com website. Students will visit Newton's Law of Motion. They will complete the activities. Students will complete the activities on Newton's Law of Motion. When students complete the activity, they will need to pick an app to provide examples of each Law of Motion Students Enter Username Enter Password Complete Newton s Law of Motion Complete the Quiz and raise your hand Chose an app: Doodle Buddy, Skitch, Pic Collage, ScreenChomp Use the app to provide examples of each Law of Motion

17 Transition or Likely Pause Point This is a likely pause point for this stage of the lesson. Students have provided example of each Law of Motion. This is a great time to do a FACT Look Back. Have students write what they have learned and how they learned. They can type in an app or use a record app to collect their thoughts. Look Back Students What I Learned How I Learned It Daily Learning Targets Learning Objective: how do you calculate Force and Acceleration? Language Objective: The language objective can be adjusted or changed based on the needs of the students in your classroom. These objectives should be in student friendly language, compliment the content of the lesson as well as meet the needs of the level of ELL students in the class. Today's Activity: Calculating Force (Write the Lesson Objective, Language Objective, and Today's Activity on the board prior to the days lesson. For each day of the lesson, the activities and language objective may change.) Do Now Daily warm ups or do now are tools that every teacher should have in their educational arsenal. Warm ups can be given to students at the beginning of the period to review a previous topic or to introduce new material. They give students something to accomplish of an educational nature while allowing the teacher time to take roll and perform other housekeeping duties. They can also reinforce the key points that you want students to remember. Have students open their Safari app. Have student type in the following URL: They will read through each law of motion and review the quiz.

18 Explain the Concept and Define the Terms Only after students have explored the concept and written the explanation in their own terms does the teacher provide the scientific explanation and terms for what they are studying. Students begin explaining their learning in the explore section. The teacher may present the concepts via discussion, lecture, demonstration, reading, or multimedia (video, computer-based). Students then use the terms to describe what they have experienced, and they begin to examine mentally how this explanation fits with what they already know. Guiding Questions: What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? What higher order thinking questions can the teacher use to solicit student explanations and help them to justify their explanations? Explain Activity TEACHER ACTIONS STUDENT ACTIONS Have students return to think about the activities that they performed in the mini-labs in the Explore activity. What made the objects move? Unbalanced Forces This is time to do a Frayer Model or a vocabulary exercise to make sure they understand the difference between balanced and unbalanced forces. When forces are unbalanced objects change direction or speed. Lead students in a discussion of F = mass X acceleration. Have them open their Rover app and practice some equations. It will take some time for students to adjust to moving the slider into place. Send some problems to the whiteboard for them to solve. To wrap up class, have students practice solving Force and Acceleration problems. They can begin the following class completing them as needed. Practice Force and Motion Problems Note Website to practice calculating Force

19 Students Open Rover app: Note Problems to Solve Students Force 60 =? mass x? acceleration Force? = 8 mass x 10 acceleration Force 54 =? mass x? acceleration Force? = 6 mass X 8 acceleraton Checkup Number 1: 10 mass X 6 acceleration 20 mass X 3 acceleration Number 2: Force 80 Number 3: 9 mass X 6 acceleration 2 mass X 27 acceleration Number 4: Force 48 Pause Point This is a likely pause point in this stage of the lesson. Wrap up the lesson by having students complete some force and acceleration problems. Note Force and acceleration problems to practice solving.

20 Students 1. What net force is required to accelerate a car at a rate of 2 m/s2 if the car has a mass of 3,000 kg? F= M= A= 2. A 10 kg bowling ball would require what force to accelerate down an alleyway at a rate of 3 m/s2? F= M= A= 3. Sally has a car that accelerates at 5m/s2. If the car has a mass of 1000 kg, how much force does the car produce? F= M= A= 4. What is the mass of a truck if it produces a force of 14,000 N while accelerating at a rate of 7 m/s2? F= M= A= 5. What is the acceleration of a softball if it has a mass of 0.5 kg and hits the catcher s glove with a force of 25 N? F= M= A=

21 Checkup Number 1 F= 6000 N M= 3000 kg A= 2 m/s 2 Number 2 F= 30 N M= 10 kg A= 3 m/s 2 Number 3 F= 5000 N M= 1000 kg A= 5 m/s 2 Number 4 F= 14,000 N M= 2000 kg A= 7 m/s 2 Number 5 F= 24 N M= 0.5 kg A= 48 m/s 2 Daily Learning Targets Learning Objective: Investigate Newton's Three Laws of Motion Language Objective: The language objective can be adjusted or changed based on the needs of the students in your classroom. These objectives should be in student friendly language, compliment the content of the lesson as well as meet the needs of the level of ELL students in the class. Today's Activity: Putting in all together (Write the Lesson Objective, Language Objective, and Today's Activity on the board prior to the days lesson. For each day of the lesson, the activities and language objective may change.)

22 Do Now Daily warm ups or do now are tools that every teacher should have in their educational arsenal. Warm ups can be given to students at the beginning of the period to review a previous topic or to introduce new material. They give students something to accomplish of an educational nature while allowing the teacher time to take roll and perform other housekeeping duties. They can also reinforce the key points that you want students to remember. Have students open their Safari app. Have student type in the following URL: They will read through each law of motion and review the quiz. Explain the concept and define the terms Only after students have explored the concept and written the explanation in their own terms does the teacher provide the scientific explanation and terms for what they are studying. Students begin explaining their learning in the explore section. The teacher may present the concepts via discussion, lecture, demonstration, reading, or multimedia (video, computer-based). Students then use the terms to describe what they have experienced, and they begin to examine mentally how this explanation fits with what they already know. Guiding Questions: What questions or techniques will the teacher use to help students connect their exploration to the concept under examination? What higher order thinking questions can the teacher use to solicit student explanations and help them to justify their explanations? Explain Activity 2 TEACHER ACTIONS STUDENT ACTIONS Continue to use the vocabulary words balanced and unbalanced forces as they work through the 3 Laws of Motion. Students will need to open their Rover app. They will visit three different internet sites to practice the 3 laws of motion. To discuss the 3 laws of motion refer students back to the obstacle course with the bowling ball and soccer ball. What forces caused the ball to move? to stop? gravity, friction, us pushing on the ball with the broom What would happen if there was no friction to the ball? the ball would continue to roll until it hit something

23 Let's relate this to the laws of motion. The bowling ball that kept moving until you moved it or it hit something is an example of the first law of motion. "An object at rest will remain at rest unless acted on by an unbalanced force. An object in motion continues in motion with the same speed and in the same direction unless acted upon by an unbalanced force." This law is often called "the law of inertia". This means that there is a natural tendency of objects to keep on doing what they're doing. All objects resist changes in their state of motion. In the absence of an unbalanced force, an object in motion will maintain this state of motion. Let's look at the picture on the whiteboard. write and illustrate the three laws in their notes by choosing an app What is the motion in this picture? the car moving forward What is the unbalanced force in this picture? the car being stopped by the wall What happened to the man in this picture? the man kept moving forward because there was no force to stop him How did this picture relate to the car crash activity from yesterday? the passengers came out of the car This law is the reason why you should always wear your seatbelt in a car. The second law of motion requires more force to move heavier objects. "Acceleration is produced when a force acts on a mass. The greater the mass (of the object being accelerated) the greater the amount of force needed (to accelerate the object)." This means that heavier objects require more force to move the same distance as lighter objects. What does it mean to accelerate? to make something move the Second Law gives us an exact relationship between force, mass, and acceleration. It can be expressed as a mathematical equation: FORCE = MASS times ACCELERATION Send an example to the whiteboard. Explain to students how to solve the problem. They solved

24 problems the day before to link to his second law. For the next law of motion, let's review what happened with the balloon rocket. What happened when you stopped blowing up the balloon and let go of the straw? the balloon began to spin This is Newton's third law of motion. For every action there is an equal and opposite re-action. The picture below shows the rocket moving and pushing down on the Earth's surface. This means that for every force there is a reaction force that is equal in size, but opposite in direction. That is to say that whenever an object pushes another object it gets pushed back in the opposite direction equally hard. Note Websites to visit before discussion and students to take notes. Students Open Rover app: Note First Law of Motion

25 Students An object at rest will remain at rest unless acted on by an unbalanced force. An object in motion continues in motion with the same speed and in the same direction unless acted upon by an unbalanced force. This law is often called "the law of inertia". Note Picture to represent the first law of motion Students What is the motion in this picture? What is the unbalanced force in this picture? What happened to the man in this picture? Note Picture to represent the second law of motion

26 Students Mike's car, which weighs 1,000 kg, is out of gas. Mike is trying to push the car to a gas station, and he makes the car go 0.05 m/s/s. Using Newton's Second Law, you can compute how much force Mike is applying to the car. Students Answer = 50 newtons Note Picture to show Newton's third law of motion.

27 Students The rocket's action is to push down on the ground with the force of its powerful engines, and the reaction is that the ground pushes the rocket upwards with an equal force. Pause Point This a likely stopping point for today's stage of the lesson. To wrap up the lesson, you can have students a Justified True or False to determine if they understand the three laws of motion. You will need to transition students from the Explain to the Elaborate by linking the two activities tomorrow. FACT Justified True or False

28 Students Statement T F Why I Think So Any object will retain its state of motion until an unbalanced force acts on it. Acceleration is any change in the state of motion of an object. Inertia is a force which keeps stationary objects at rest and moving objects in motion at constant velocity. Checkup True - for an object to changes its motion it must be acted upon by an unbalanced force True - acceleration is the stopping, speeding up, slowing down, or change in direction of an object False - Inertia is NOT a force. Daily Learning Targets Learning Objective: Investigate Newton's Three Laws of Motion Language Objective: The language objective can be adjusted or changed based on the needs of the students in your classroom. These objectives should be in student friendly language, compliment the content of the lesson as well as meet the needs of the level of ELL students in the class. Today's Activity: height and distance investigation (Write the Lesson Objective, Language Objective, and Today's Activity on the board prior to the days lesson. For each day of the lesson, the activities and language objective may change.)

29 Do Now Daily warm ups or do now are tools that every teacher should have in their educational arsenal. Warm ups can be given to students at the beginning of the period to review a previous topic or to introduce new material. They give students something to accomplish of an educational nature while allowing the teacher time to take roll and perform other housekeeping duties. They can also reinforce the key points that you want students to remember. Have students open their Gravity HD app. Let the students explore the app. They will need to identify the locations of the Three Laws of Motion and the locations that forces were balanced or unbalanced. Students Open the Gravity HD app. Work through the first level activity. Identify the forces that are Balanced or Unbalanced identify the Three Laws of Motion in Action Elaborate on the Concept Students elaborate on their understanding of the concept. They are given opportunities to apply the concept in unique situations, or they are given related ideas to explore and explain using the information and experiences they have accumulated so far. Interaction between the students is essential during the elaboration stage. By discussing their ideas with others, students can construct a deeper understanding of the concepts. Guiding Questions: How will students develop a more sophisticated understanding of the concept? What vocabulary will be introduced and how will it connect to students observations? How is this knowledge applied in our daily lives?

30 Elaborate Activity 1 TEACHER ACTIONS STUDENT ACTIONS Students will complete an investigation on determining how the height of a ramp affect distance of travel for hot wheels car? This activity will use gravity as the force to cause a change in motion. Students will need to explain where the forces are balanced and unbalanced and how the force affect the distance traveled. You can use Marbles, Balls, anything that rolls to complete the activity. You can let the students create their own procedures or provide them for them. During the activity, you want them to identify the vocabulary words for the unit. Unbalanced, balanced forces, acceleration, mass Wrap up the class by reviewing their data and looking for trends. Relate it to the First and Second Law of Motion. What is the force? What is the mass? What is the speed? What happens when forces are balanced? What happens when forces are unbalanced? objects do not move or continue to move objects make a change in direction or movement How does the apply to our everyday life? When is this information important? Students Problem: Does height of a ramp affect the distance a hot wheels car will travel? Materials: one meter ramp hot wheels car meter stick 4 science books science journal Procedure: Build the ramp one science book high. Place the hot wheels car at the starting point and release.

31 Measure the distance the car travels down the ramp and onto the floor. Record the distance in centimeters in your data table. Repeat two more times. Find the average distance of the three trials and record. Repeat steps 1-6 for 2, 3, and 4 science books. Make a bar graph of the average distances for 1, 2, 3, and 4 science books high. Write a conclusion about your findings. Observations: Data Table Ramp Trial 1 Distance (cm) Trial 2 Distance (cm) Trial 3 Distance (cm) Average Distance (cm) 1 Book 2 Books 3 Books 4 Books Conclusion: Write a paragraph. Answer the following questions: Did the height of the ramp increase the distance the car rolled? Why? Why not? If the ramp keeps getting steeper, will the car roll farther each time? Why? Why not? Do you think the same thing would happen if you used a different surface for your ramp (example: carpet, sandpaper, tile)? Which do you think is more important the size of the car or the weight of the car? Explain. How could you design an experiment to test questions # 3 and # 4? How does this experiment demonstrate the three laws of motion? Transition or Likely Pause Point This is a likely pause point for this stage of the lesson. Students will continue to elaborate on three laws of motion during tomorrows class. Remind students that they may want to bring in supplies to create their cars. They need to bring objects other than wheels for their car.

32 Daily Learning Targets Learning Objective: How does the 3 Laws of Motion affect are everyday life? Language Objective: The language objective can be adjusted or changed based on the needs of the students in your classroom. These objectives should be in student friendly language, compliment the content of the lesson as well as meet the needs of the level of ELL students in the class. Today's Activity: Use Newton's Third Law of Motion (Write the Lesson Objective, Language Objective, and Today's Activity on the board prior to the days lesson. For each day of the lesson, the activities and language objective may change.) Do Now Daily warm ups or do now are tools that every teacher should have in their educational arsenal. Warm ups can be given to students at the beginning of the period to review a previous topic or to introduce new material. They give students something to accomplish of an educational nature while allowing the teacher time to take roll and perform other housekeeping duties. They can also reinforce the key points that you want students to remember. Have students open their Gravity HD app. Allow students to work through more activities in the app. Keep students looking for changes in direction or acceleration based on balanced and unbalanced forces. Elaborate on the concept Students elaborate on their understanding of the concept. They are given opportunities to apply the concept in unique situations, or they are given related ideas to explore and explain using the information and experiences they have accumulated so far. Interaction between the students is essential during the elaboration stage. By discussing their ideas with others, students can construct a deeper understanding of the concepts. Guiding Questions: How will students develop a more sophisticated understanding of the concept? What vocabulary will be introduced and how will it connect to students observations? How is this knowledge applied in our daily lives?

33 Elaborate Activity 2 TEACHER ACTIONS STUDENT ACTIONS Students will create a balloon car. They will use Newton's Third Law of Motion to make their car travel the furthest distance. Students create their cars. After they are created, students will race their cars. They can find the acceleration of the car and the mass to determine the F of the air from the balloon. Students Balloon racers rely on Newton's Third Law of Motion. As the air rushes backward out of the balloon it pushes the car forward in the opposite direction with an equal force. Your job is to make the most of this force! The rules to this activity are simple: The car must be powered by balloons. You can build the car out of anything. It must have at least three wheels. Wheels are defined as anything that is round and goes around. The wheels cannot be wheels from a toy car. They must be made out of something that was not originally meant to be used as wheels. The car may not leave the ground.

34 The car must be capable of traveling at least 5 meters. At race time, we will set up a track down a long hallway. You will race in pairs against other classmates. Cars that follow all of the rules will be eligible for awards. These awards will be given in three categories: Best Looking Car Fastest Car (in first 5 meters) Farthest Distance Traveled Transition This is a likely pause point before students demonstrate their knowledge of Newton's three laws of motion. Students have created balloon cars to demonstrate the three laws of motion. In the next activity, they will create a video on the three laws of motion. To wrap up the lesson, have students explain in video or in writing how the three laws of motion affected the movement of their car.

35 Daily Learning Targets Learning Objective: Demonstrate the 3 Laws of Motions use in Everyday life. Language Objective: The language objective can be adjusted or changed based on the needs of the students in your classroom. These objectives should be in student friendly language, compliment the content of the lesson as well as meet the needs of the level of ELL students in the class. Today's Activity: Create a Video using Newton's Three Laws of Motion (Write the Lesson Objective, Language Objective, and Today's Activity on the board prior to the days lesson. For each day of the lesson, the activities and language objective may change.) Do Now Daily warm ups or do now are tools that every teacher should have in their educational arsenal. Warm ups can be given to students at the beginning of the period to review a previous topic or to introduce new material. They give students something to accomplish of an educational nature while allowing the teacher time to take roll and perform other housekeeping duties. They can also reinforce the key points that you want students to remember. Have students open their Gravity HD app. Allow students to work through more activities in the app. Keep students looking for changes in direction or acceleration based on balanced and unbalanced forces. Evaluate students' understanding of the concept It is designed for the students to continue to elaborate on their understanding and to evaluate what they know now and what they have yet to figure out. Although the key word of the stage is evaluate, the word does not indicate finality in the learning process. Students will continue to construct their understanding of these broad concepts throughout their lives. Evaluation of student understanding should take place throughout all phases of the instructional model. The evaluate stage is when the teacher determines the extent to which students have developed a meaningful understanding of the concept. Guiding Questions: How will students demonstrate that they have achieved the lesson objective? How will evaluation be embedded throughout the lesson as well as at the end of the lesson (FACTS)?

36 Activity TEACHER ACTIONS STUDENT ACTIONS Students will create a video using the Splice app about Newton's 3 Laws of Motion. They can be placed in groups of 3 to 4 students. Show students a video from discover education to review the three laws of motion. They can use this as a guide for creating their own video. Students watch the video take notes as needed Students will create their videos on Newton's 3 Laws of Motion. They will explain the law using a demonstration. The first steps is to have the students storyboard out their movie. They will need to explain their demonstration and what they will say for each Law of Motion. The students will then begin to make their movies. Note Video on Newton's Three Laws of Motion Students Embed video on the three laws of motion End of Lesson Wrap up the lesson by reviewing Newton's three laws of motion and the difference between speed, velocity, and acceleration. Based on students progress, give students Post Assessment for TEKS 8.6C